Lectura Crítica e Integración de Saberes en la Educación Media: Prácticas Docentes en Instituciones Oficiales Urbanas de Montería

Abstract

This article aims to analyze the relationship between interdisciplinarity and the development of critical reading in the pedagogical practices of upper secondary school teachers in urban public educational institutions in Montería, Córdoba, Colombia. The study seeks to understand how teachers integrate disciplinary knowledge, texts, contextual problems, and didactic mediations to strengthen students’ interpretation, argumentation, and critical reflection processes. Methodologically, the research is framed within an interpretive paradigm with a phenomenological orientation and a hermeneutic design. The participants include ten upper secondary school teachers from the areas of Spanish language, philosophy, social sciences, natural sciences, and mathematics, as well as twelve tenth and eleventh grade students. The data collection techniques include semi structured interviews, focus groups, and classroom observations. The findings show that interdisciplinarity is configured as an emerging pedagogical practice, valued by teachers and students when it is articulated with open ended questions, multimodal texts, contextualized problems, debate, argumentative writing, and formative feedback. The study also identifies tensions related to collaborative planning, teacher training, school time, the assessment of critical processes, and curricular fragmentation. It is concluded that critical reading is strengthened when teaching practices promote meaningful relationships among knowledge, texts, contexts, and students’ experiences, turning the classroom into a space for dialogue, interpretation, and the argumentative construction of meaning.